Campus & Data Collection | Guideline 1

In response to rejection data and in an effort to increase access to international opportunities, the University of Wisconsin - Madison will implement a change in GPA requirement for faculty-led programs starting in January 2017. Previously, all programs required a minimum 2.5 GPA, per the policy established by the International Academic Programs (IAP) Advisory Committee on May 3, 2000. In doing some research, UW Madison staff learned that the 2.5 GPA requirement was unintentionally creating access barriers for students of color and males.

Univ of MN: Multi-campus Committee Develops Comprehensive Internationalization Strategy with Focus on Students of ColorA Multicultural Study Abroad Group (MSAG) committee was formed in 2001 with representatives from all four campuses (Twin Cities, Duluth, Morris, and Crookston) to explore this aspect of study abroad. The group has defined itself as follows (mission statement):The Multicultural Study Abroad Group (MSAG) is made up of Univ of MN professionals who actively support the University’s goal of increasing the numbers of students of color who study abroad by: working to overcome barriers, promoting the benefits of study abroad, and providing resources that address the needs of students of color. Several concrete methodologies were undertaken during 2001-2002, some as part of the evaluation process of the internationalizing initiative: sophomores and seniors were surveyed regarding study abroad curriculum integration, focus groups were held, and a literature review.

University of South Alabama: Overcoming Perceived Barriers to Study AbroadIn November of 2013, the Office of International Education (OIE) at the University of South Alabama (USA) identified existing barriers that inhibited study abroad participation at USA and proposed a strategy to increase the number of students on international programs.Some of the identified barriers to greater study abroad participation include the following:-Outdated application system-Varying levels of knowledge about study abroad on-campus-Preconceived notion that study abroad is only available to language majors-Preconceived notion that study abroad is only available to wealthy students-USA student population includes large number of first generation students, many of whom have never left Alabama and may not see study abroad as an optionUSA has a strong academic focus on the sciences; Nursing is the #1 major; On-campus, many believed that students in the sciences were unable to go abroad.

Campus Collaboration | Guideline 3

University of Alabama: Supporting Veterans Through Cross-campus CollaborationUniversity of Alabama is working to allow veterans and their dependents to appropriately utilize veteran’s benefits for study abroad

SUNY New Paltz: Innovative Approach to Advising Involves Cross-Departmental CollaborationSUNY New Paltz offers a collaborative, interdisciplinary, proactive, and inclusive global competency building advising experience forged between the Center for International Programs (CIP) and Educational Opportunity Program (EOP). This international education inclusion strategy focuses on the strengths of the student, their passion and interest in the world around them, and their current and future intellectual and academic contributions to the field. EOP provides “academic and financial support to New York State residents with a high school diploma or its equivalent, and who do not meet general admission criteria, but have the academic potential to earn a college degree…” which is complimented by CIP advisers trained to assist, support and provide information for a diverse student body.

University of Rochester: Increasing Access for Engineering StudentsA new Dean came on board in the School of Engineering about three and a half years ago. When he came in he stated that he wanted 25% of our engineering students to graduate with some significant study abroad experience. and left it up to me to figure out how to do it. Up until this point, of any class that graduated, no more than 10% had ever studied abroad. Project coordination was assigned to the Assistant Dean of the School of Engineering and Applied Sciences (SEAS).

University of Washington: Unique Administrative Structure Supports Increased Access to International OpportunitiesThe Office of Minority Affairs and Diversity (OMA&D) has been an active participant in international education since 1995 through a vision that nurtures the ideal of global citizenship and its interconnections with US diversity. OMA&D sponsors five study abroad programs and two scholarships that support international education. With the goal of preparing students who will be active participants in their communities, both local and global, the Office of Minority Affairs and Diversity seeks to develop and promote meaningful global learning opportunities for students from low-income, first-generation, and underrepresented backgrounds. These efforts not only enhance our understanding of diversity at the local and global level but also help us to appreciate the global dimensions of our individual and collective actions.

Augsburg College: Multi-office Collaboration Targeting Students with Various Immigration StatusesAt Augsburg College, the Augsburg Abroad (Study Abroad) Office and the Latin@ Student Services Office are collaborating to provide targeted advising for students from various immigrant statuses/processes (DACA, asylee, etc). This collaborative effort has also included information sessions to educate students with varying immigration statuses/processes about opportunities for study abroad and off-campus study, most notably students referred to as DREAMers that have been impacted by the DACA (Deferred Action of Childhood Arrivals) legislation.

Univ of MN: Multi-campus Committee Develops Comprehensive Internationalization Strategy with Focus on Students of ColorA Multicultural Study Abroad Group (MSAG) committee was formed in 2001 with representatives from all four campuses (Twin Cities, Duluth, Morris, and Crookston) to explore this aspect of study abroad. The group has defined itself as follows (mission statement):The Multicultural Study Abroad Group (MSAG) is made up of Univ of MN professionals who actively support the University’s goal of increasing the numbers of students of color who study abroad by: working to overcome barriers, promoting the benefits of study abroad, and providing resources that address the needs of students of color. Several concrete methodologies were undertaken during 2001-2002, some as part of the evaluation process of the internationalizing initiative: sophomores and seniors were surveyed regarding study abroad curriculum integration, focus groups were held, and a literature review.

Ohio State University: Innovative Study Abroad Course for Under-represented StudentsThis Study Abroad course introduced students to the South American country of Brazil and its people, particularly in the Bahia region, which has one of the largest Afro-Brazilian populations in the area. Using lectures, excursions, and discussions on contemporary Brazil, the course allowed students to survey, understand, appreciate and participate in the richness and dynamic nature of Brazil’s history, culture, politics, economy and people, with a particular focus on race and gender. This allowed students to learn what role race plays in Brazilian thought and belief, kinship and lineage, and how these impact issues of ethnicity, gender, and status in contemporary society.

University of California at Berkeley - Undocumented Student ProgramUC Berkeley’s Undocumented Student Program (USP) (a component of the Center for Educational Equity and Excellence) provides guidance and support to undocumented undergraduates at Cal. USP practices a holistic, multicultural, and solution-focused approach that delivers individualized service for each student. The academic counseling, legal support, financial aid resources, and extensive campus referral network provided by USP helps students develop the unique gifts and talents they each bring to the university while empowering a sense of belonging. The program’s mission is to support the advancement of undocumented students within higher education and promote pathways for engaged scholarship.

University of Iowa: Bridging Domestic and Global Diversity - A Training Program for Student LeadersThe goal for the Bridging Domestic and Global Diversity: A Training Program for Student Leaders (more commonly referred to as, the Bridge program) is for all participants to further develop cultural competency and leadership skills so they have a stronger voice on campus with respect to diversity efforts. All participants are challenged to overcome as many stereotypes as possible, help build bridges across historical and political divides, share resources and acknowledge between group differences while working together toward common goals.

University of Iowa: Bridging Domestic and Global Diversity - A Training Program for Student LeadersThe goal for the Bridging Domestic and Global Diversity: A Training Program for Student Leaders (more commonly referred to as, the Bridge program) is for all participants to further develop cultural competency and leadership skills so they have a stronger voice on campus with respect to diversity efforts. All participants are challenged to overcome as many stereotypes as possible, help build bridges across historical and political divides, share resources and acknowledge between group differences while working together toward common goals.

University of Texas at Austin: First Abroad Initiative Provides Comprehensive Support to First-Generation College Students Our goal is to increase study abroad participation by addressing financial, academic and cultural capital barriers, particularly among underrepresented groups. As a result, Study Abroad launched the First Abroad Initiative, an innovative approach for reaching first-generation college students. The misconception that studying abroad is too expensive prevents a disproportionate number of minority and first-generation college students from participating. The First Abroad Initiative is one of the first efforts of this kind in the nation, and includes a proactive approach: early awarding of scholarship funds, increased mentorship; and partnerships with academic support units on campus.

University of South Alabama: Overcoming Perceived Barriers to Study AbroadIn November of 2013, the Office of International Education (OIE) at the University of South Alabama (USA) identified existing barriers that inhibited study abroad participation at USA and proposed a strategy to increase the number of students on international programs.Some of the identified barriers to greater study abroad participation include the following:-Outdated application system-Varying levels of knowledge about study abroad on-campus-Preconceived notion that study abroad is only available to language majors-Preconceived notion that study abroad is only available to wealthy students-USA student population includes large number of first generation students, many of whom have never left Alabama and may not see study abroad as an optionUSA has a strong academic focus on the sciences; Nursing is the #1 major; On-campus, many believed that students in the sciences were unable to go abroad.

Susquehanna University: Global Opportunities (GO) ProgramThe Global Opportunities (GO) Program is a central curriculum requirement unique to Susquehanna University. A small handful of US colleges requires study abroad. The SU requirement emphasizes the learning that takes place on campus, before and after the cross-cultural experience (study abroad/study away) off campus. The pre-departure and reflection courses stemmed from the need for students to have the tools to prepare and then process their experience through research, discussions and related academic readings based on the learning goals.

Financial Aid | Guideline 7

Finances are often cited as a significant barrier (real or perceived) to accessing study abroad. With this in mind, Diversity Abroad’s 2015-2016 Task Force on High Financial Need Students created this guide to provide institutions/organizations guidance for developing scholarships to increase diversity & inclusion in education abroad. While the language included within this guide is campus-specific, the tool can be easily adapted for providers and other organizations.

Creating and Sustaining Funding Opportunities for Diverse Students in Education Abroad Funding is frequently cited as the most pressing concern for students as they consider whether or not to participate in an education abroad opportunity. While each student brings their own personal concerns about funding with them to the process, what can institutions do to make the financial planning and funding piece of education abroad less daunting for students? This webinar will explore the challenges that exist at the institutional, office, and student level as it relates to funding education abroad, and discuss approaches to addressing these issues.

IFSA-Butler: Scholarships and Support for 'First Gen' StudentsIFSA-Butler First Generation Scholar Program is an achievement-based scholar program that intends to help mitigate the financial barriers associated with study abroad such as visa fees, application fee, passports and plane tickets.

Fordham University: Collaboration to Support Students with High Financial NeedFordham University currently has in place a financial aid policy that caps the amount of institutional financial aid that is portable for affiliate study abroad programs. Recognizing that this policy disadvantages students with significant amounts of financial aid, the International and Study Abroad Programs (ISAP) has remained proactive in working with our financial aid office, students, and outside partners to help students supplement this capped aid with funding from other sources. In an effort to better assist our students who face economic challenges to and when studying abroad, the ISAP Office—together with our financial aid office—has developed a number of programs and initiatives to assist students with meeting their economic challenges.

University of Minnesota: Innovative Loan & Scholarship Options for Students with High Financial Need Make learning abroad accessible to the entire student body of the University of Minnesota. Dispel the myth that study abroad is only for wealthy students. Offer a wide range of programs with varying program fees, destinations, and curricula. Promote financial aid, grants, loans linked to learning abroad. Secure financial support from Admissions for study abroad scholarships.

Health and Safety | Guideline 9

In-Country | Guideline 10

Macalester College: Comprehensive Approach to Including Identity-Related Conversations in Programming Macalester College has taken a comprehensive approach to incorporating identity-related themes into the study away experience for students. In the pre-departure, in-country, and returnee phases, Macalester College students are invited to consider how aspects of their identity may impact their experience. As soon as students are introduced to the study away process in a required 1st Steps to Study Away session, they are encouraged to consider how identity will impact their program selection and their time off-campus. Then, on an individual basis, students are asked on an advising questionnaire to identify any specific identity-related topics they would like to address in a one-on-one advising appointment (ex. Disability, LGBTQ, race/ethnicity, first-generation college students, etc).

Outreach, Marketing, and Recruitment | Guideline 5

SUNY New Paltz: Innovative Approach to Advising Involves Cross-Departmental CollaborationSUNY New Paltz offers a collaborative, interdisciplinary, proactive, and inclusive global competency building advising experience forged between the Center for International Programs (CIP) and Educational Opportunity Program (EOP). This international education inclusion strategy focuses on the strengths of the student, their passion and interest in the world around them, and their current and future intellectual and academic contributions to the field. EOP provides “academic and financial support to New York State residents with a high school diploma or its equivalent, and who do not meet general admission criteria, but have the academic potential to earn a college degree…” which is complimented by CIP advisers trained to assist, support and provide information for a diverse student body.

University of South Carolina: Initiative Involves Targeted Marketing, Programming, and Scholarships for Under-Represented StudentsThe primary objective of the University of South Carolina (USC) MOSAIC Initiative is to increase participation in study abroad among traditionally underrepresented students, specifically targeting African-American, Hispanic, first generation college students, and students who may also have high levels of financial need. The MOSAIC Initiative consists of targeted scholarship funding and advising, dedicated marketing and outreach efforts, and intentional programming opportunities for students.

Professional Development & Staffing | Guideline 4

Michigan State University: Partnership with HBCU's to Develop Programs in AfricaIn 2008 the US Department of State provided funding under an open competition titled "$10 million Congressionally Mandated One-Time Competitive Grants Program." This funding was made available to institutions of higher education. Michigan State University applied to the academic programs competition for Capacity Building for Undergraduate Study Abroad.

Programming Offerings | Guideline 8

Northern Arizona University: Faculty-Led Program Attracts African-American Male CohortIn winter of 2015, Northern Arizona University faculty led a program to South Africa with 10 African American male participants. Heart of Lightness was the focus of the program which is a play on words to challenge the premise of the well-known novel, Heart of Darkness. South Africa is similar to the United States in that many social systems were created based on race. In the US, we still struggle as a society even after desegregation and in South Africa, some of the the residue from Apartheid remains. Furthermore, one goal for this program was for students to learn about the roots of the African American story..

Michigan State University: Partnership with HBCU's to Develop Programs in AfricaIn 2008 the US Department of State provided funding under an open competition titled "$10 million Congressionally Mandated One-Time Competitive Grants Program." This funding was made available to institutions of higher education. Michigan State University applied to the academic programs competition for Capacity Building for Undergraduate Study Abroad.

Ohio State University: Innovative Study Abroad Course for Under-represented StudentsThis Study Abroad course introduced students to the South American country of Brazil and its people, particularly in the Bahia region, which has one of the largest Afro-Brazilian populations in the area. Using lectures, excursions, and discussions on contemporary Brazil, the course allowed students to survey, understand, appreciate and participate in the richness and dynamic nature of Brazil’s history, culture, politics, economy and people, with a particular focus on race and gender. This allowed students to learn what role race plays in Brazilian thought and belief, kinship and lineage, and how these impact issues of ethnicity, gender, and status in contemporary society.

Northwestern University (GESI): Increasing access through engaged learningOver the last five years, the Buffett Institute for Global Studies has worked to establish the Global Engagement Studies Institute (GESI) as the single largest and most diverse study abroad program at Northwestern University. Diversity is not simply a goal in and of itself, but rather goes to the heart of the pedagogical approach and educational goals of this flagship, global service learning program. Through group-based learning, the program develops young leaders who can work and collaborate effectively across racial, socio-economic, disciplinary, geographical, cultural or generational differences. Using participatory strategies and principles, students learn to identify and mobilize the unique strengths, skills, experiences, capabilities and viewpoints of people different from them to achieve a shared goal.

Montana State University: Partnership with Tribal CollegesMontana State University (MSU) in partnership with Salish Kootenai College (SKC), a Tribal College in northwest Montana, collaborated on administering STEM undergraduate research and internship programs in Australia and New Zealand for Native American students. The undergraduate research and internship experiences were part of a larger National Science Foundation, Partnerships in International Research and Education (NSF PIRE)-funded wildfire research project based at Montana State University. Native American undergraduate students participated in mentored international field research and internships supervised by scientists at environmental NGOs in New Zealand and Australia.

Susquehanna University: Global Opportunities (GO) ProgramThe Global Opportunities (GO) Program is a central curriculum requirement unique to Susquehanna University. A small handful of US colleges requires study abroad. The SU requirement emphasizes the learning that takes place on campus, before and after the cross-cultural experience (study abroad/study away) off campus. The pre-departure and reflection courses stemmed from the need for students to have the tools to prepare and then process their experience through research, discussions and related academic readings based on the learning goals.

Virginia Commonwealth University (VCU): Globe Service Learning in Oaxaca, MexicoAn innovative living and learning community that prepares students to live and work as global citizens and culture brokers in the 21st-century global environment, VCU Globe “brings the world” to its participants in a variety of ways. Domestic and international program participants are co-housed with international students attending VCU for periods ranging from several weeks to years. Challenging academic coursework focuses on global education. Co-curricular and career-preparation activities are essential program components, as well as frequent, sustained interactions with international students, scholars, and visitors on campus and with refugee and immigrant populations in the Richmond metropolitan area.

Re-Entry | Guideline 11

The George Washington University: Living and Learning Communities for Returnees from Study AbroadThe Focus on Fall Abroad Community (FOFAC) is for students who study abroad during a fall semester (typically during junior year) on any GW approved program and return to campus the following spring semester. Upon return, they join a living and learning community with other study abroad participants and international exchange students. Special programming is offered to the community members throughout the spring, including embassy visits, international dinners, career panels, film screenings, plays, and more. FOFAC students also benefit from scholarship opportunities if they participate on a GW program or exchange, and all FOFAC students receive priority registration for spring classes.

Macalester College: Comprehensive Approach to Including Identity-Related Conversations in Programming Macalester College has taken a comprehensive approach to incorporating identity-related themes into the study away experience for students. In the pre-departure, in-country, and returnee phases, Macalester College students are invited to consider how aspects of their identity may impact their experience. As soon as students are introduced to the study away process in a required 1st Steps to Study Away session, they are encouraged to consider how identity will impact their program selection and their time off-campus. Then, on an individual basis, students are asked on an advising questionnaire to identify any specific identity-related topics they would like to address in a one-on-one advising appointment (ex. Disability, LGBTQ, race/ethnicity, first-generation college students, etc).

Student Advising | Guideline 6

University of South Carolina: Initiative Involves Targeted Marketing, Programming, and Scholarships for Under-Represented StudentsThe primary objective of the University of South Carolina (USC) MOSAIC Initiative is to increase participation in study abroad among traditionally underrepresented students, specifically targeting African-American, Hispanic, first generation college students, and students who may also have high levels of financial need. The MOSAIC Initiative consists of targeted scholarship funding and advising, dedicated marketing and outreach efforts, and intentional programming opportunities for students.

University of South Carolina: Initiative Involves Targeted Marketing, Programming, and Scholarships for Under-Represented StudentsThe primary objective of the University of South Carolina (USC) MOSAIC Initiative is to increase participation in study abroad among traditionally underrepresented students, specifically targeting African-American, Hispanic, first generation college students, and students who may also have high levels of financial need. The MOSAIC Initiative consists of targeted scholarship funding and advising, dedicated marketing and outreach efforts, and intentional programming opportunities for students.

Davidson College: Diversity & Inclusion Web Resources Developed for Study Abroad SiteRather than targeting a single demographic of students, the Davidson College study abroad office wanted to direct outreach towards a variety of students traditionally underrepresented in education abroad: students of color, first generation students, LGBTQ students, and students with disabilities. In addition to these groups, we wanted to provide information for a diverse range of students who may have concerns related to study abroad: heritage seekers, international students, pre– med students, student athletes, religious students, female students, white students, and Americans. By developing a section of our website dedicated to providing information for these diverse student populations, we wanted to ensure that all students felt welcome from their initial interaction with our office.

Augsburg College: Multi-office Collaboration Targeting Students with Various Immigration StatusesAt Augsburg College, the Augsburg Abroad (Study Abroad) Office and the Latin@ Student Services Office are collaborating to provide targeted advising for students from various immigrant statuses/processes (DACA, asylee, etc). This collaborative effort has also included information sessions to educate students with varying immigration statuses/processes about opportunities for study abroad and off-campus study, most notably students referred to as DREAMers that have been impacted by the DACA (Deferred Action of Childhood Arrivals) legislation.

Macalester College: Comprehensive Approach to Including Identity-Related Conversations in Programming Macalester College has taken a comprehensive approach to incorporating identity-related themes into the study away experience for students. In the pre-departure, in-country, and returnee phases, Macalester College students are invited to consider how aspects of their identity may impact their experience. As soon as students are introduced to the study away process in a required 1st Steps to Study Away session, they are encouraged to consider how identity will impact their program selection and their time off-campus. Then, on an individual basis, students are asked on an advising questionnaire to identify any specific identity-related topics they would like to address in a one-on-one advising appointment (ex. Disability, LGBTQ, race/ethnicity, first-generation college students, etc).

University of California at Berkeley - Undocumented Student ProgramUC Berkeley’s Undocumented Student Program (USP) (a component of the Center for Educational Equity and Excellence) provides guidance and support to undocumented undergraduates at Cal. USP practices a holistic, multicultural, and solution-focused approach that delivers individualized service for each student. The academic counseling, legal support, financial aid resources, and extensive campus referral network provided by USP helps students develop the unique gifts and talents they each bring to the university while empowering a sense of belonging. The program’s mission is to support the advancement of undocumented students within higher education and promote pathways for engaged scholarship.